Browsing by Person "Bovill, C."

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Adopting a blended approach to learning: Experiences from Radiography at Queen Margaret University, Edinburgh
(Elsevier, 2009-08) Cockbain, M.; Blyth, C.; Bovill, C.; Morss, K.
The perspective of the radiography teaching team at Queen Margaret University (QMU) was that a transmission mode of programme delivery was sub-optimal in helping students to learn and make links between theory and practice. Programme redesign adopted a blended learning approach with both face-to-face and online learning aimed at enhancing the students' control over their own learning. Online tasks within Web Classroom Tools (WebCT) were used as an integral part of careful programme design, which resulted in a programme enabling synthesis of the skills, knowledge and competencies acquired in the academic and clinical environments. With the move towards a more learner-centred, blended educational experience for the students the lecturers' role shifted to that of facilitator with WebCT providing the tutor with a more transparent view of student learning. Lecturers plan learning activities that build upon the skills students have developed through learning in groups, online and in class. The explicit connections that now exist between the academic programme and the opportunities for applying knowledge in practice allow students to engage more deeply in their learning. 2008 The College of Radiographers.
Curriculum design for the first year: Quality Enhancement Theme: The First Year Experience
(Quality Assurance Agency for Higher Education, 2008) Bovill, C.; Morss, K.; Bulley, Catherine
This report outlines the work and outcomes of a practice-focused development project on 'Curriculum design for the first year'. It was one of nine projects funded by QAA under the First-Year Experience Enhancement Theme of the Scottish quality enhancement agenda. The Enhancement Theme focused almost exclusively on the first year of undergraduate programmes, although it is acknowledged that some of the findings may also be relevant to the first year of postgraduate programmes. The aim of this project was to investigate the relationship between curriculum design and student engagement and empowerment, which may be viewed from two perspectives. On the one hand, curriculum design may encourage and enhance student engagement and empowerment; on the other hand, the process of curriculum design might be developed by engaging and involving students. The report firstly presents the context and process of the project. Key findings from the first-year curriculum design literature review are then presented. This is followed by key themes emerging from staff workshops, student focus groups and case studies of first-year curriculum design, which highlight interesting work being undertaken by practitioners from the HE sector in Scotland, Ireland and the US. Finally, we discuss some of the common issues emerging from the literature and practice, before presenting conclusions and recommendations. The report also includes appendices detailing the literature review and case studies.
Enhancing student engagement and learning through programme redesign: experiences from undergraduate and post graduate radiography programmes at Queen Margaret University, Edinburgh
(TESEP, 2007) Meikle, D.; Blyth, Christine; Cockbain, Margaret; Morss, K.; Bovill, C.; Peacock, Susi
How Can Research Enhance Practice in Higher Education? Exploring practical ways of utilising 'enhancement' research.
(2007-05-10) Bovill, C.
The First Year Curriculum Design Project is one of a number of projects commissioned as part of the 'First Year' Enhancement theme in Scotland (see the Enhancement Themes website). This project shares with other research, the challenge of how to best enhance practice on the basis of research findings. This workshop will include a brief overview of the enhancement themes and the work of the first year curriculum design project. This work will then lead to broader discussion of different possible ways of using research to engage staff and students and to better enhance practice, and to move us on from the view of enhancement as a 'messy business-_riven with difficulties' Newton (2002). The workshop discussion will focus on issues such as: the most useful formats that research can be disseminated in to ensure they influence and enhance practice; and what researchers and practitioners can do to make it more likely that research can lead to enhanced practice. It is intended that the outcomes from this workshop will inform ongoing discussion among Project Directors and the Steering Committee of the First Year Enhancement Theme. It is also intended that the workshop outcomes will influence the format in which the first year curriculum design project will disseminate its findings.
Linking research and teaching through student-led module evaluation.
(2007) Bovill, C.
This paper outlines the processes and outcomes from two innovative student-led projects to evaluate education research modules on a Masters level programme in Professional Education at Queen Margaret University, Edinburgh. Both projects were underpinned by the overall programme philosophy emphasising learner-centred approaches and strong research-teaching linkages. One project was an Action Research Evaluation project where students guided all stages of evaluating a module. The second project involved the students critiquing existing institutional module evaluation forms and then designing their own module evaluation form. Outcomes from the projects include increased student knowledge, skills and confidence in using education research methodologies and undertaking small-scale collaborative research projects. In addition, staff have gained a greater awareness of which aspects of the modules students consider should be evaluated. Students are still actively involved in the Action Research Evaluation project and are currently collaborating to write a journal article and present their findings at a seminar. The students are also directly informing the redesign of modules for the next academic year.
Perspectives from the literature on engaging first-year students through curriculum design: ideals and realities
(Taylor and Francis, 2010) Bovill, C.; Bulley, Catherine; Morss, K.
Should students participate in curriculum design? Discussion arising from a first year curriculum design project and a literature review
(Liverpool Hope University, 2009-04) Bovill, C.; Morss, K.; Bulley, Catherine
This paper outlines some of the findings from a QAA (Scotland) funded project exploring first year curriculum design (Bovill et al. 2008). Whilst many examples exist of curricula being designed in ways to engage first year students, there are fewer published examples of active student participation in curriculum design processes. In the current higher education context where student engagement in learning is emphasised (Carini et al, 2006), this paper asks more generally whether students should be actively participating in curriculum design. In order to answer this question, several elements of the project findings are explored: student views gathered in focus groups; staff views collected in workshops; and the case studies where students were actively involved in curriculum design. The data are examined for lessons that inform the debate about whether students should be participating in curriculum design, in first year and at other levels. Alongside these findings, relevant literature is critiqued in order to ascertain the desirability and feasibility of adopting curriculum design approaches that offer opportunities for active student participation.